Abstract
The article is devoted to a problem of cognitive and personal development of children with developmental delay. Investigation aimed on exploration of self-regulation in first-grade children with developmental delay in comparison with normally developing peers is presented. Disorders in conscious regulation of cognitive activity, which hamper their assimilation of learning materials and adaptation to school, where identified. A complex curriculum on forming regulatory sphere, which includes psychological support and special organization of the educational environment, has been developed and tested. Efficiency of the described curriculum is confirmed by fixed improvements of data on randomness in children of experimental group and their forthcoming towards normally developing peers. The results of the experimental data found their reflection in Federal state educational standard for children with disabilities where work on developing random regulation of activity and behavior has been included into contents of teaching for the first time as obligatory approach.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
